Castillo Isabel, Duda Joan L, Balaguer Isabel, Tomás Inés
Department of Social Psychology, University of Valencia, Spain.
Adolescence. 2009 Autumn;44(175):569-80.
Drawing from contemporary social cognitive theories of achievement motivation, the relationship of personal theories of achievement (ego and task theory) with perceived ability and reported satisfaction with school and sport was examined. The cross-domain generality of these relationships in these contexts, in the case of a representative sample of adolescents between 11 and 15 years of age (N = 967, M age = 13.5, SD = 1.80; 492 girls and 475 boys) from the Valencian Community (Spain) also was examined. According to previous research in the United States (Duda & Nicholls, 1992), the findings of this study indicate a cross-domain consistency with regard to how adolescents tend to define success and their views of how achievement activities operate across sport and the classroom. However, little cross-domain generality was found for perceptions of ability and reported satisfaction. In the sport and classroom domains, a task theory was related to greater satisfaction, while an ego theory was related to greater reported boredom and low interest in the activity.
借鉴当代关于成就动机的社会认知理论，研究了个人成就理论（自我理论和任务理论）与感知能力以及对学校和体育活动的满意度之间的关系。在来自西班牙巴伦西亚自治区的11至15岁青少年代表性样本（N = 967，平均年龄 = 13.5，标准差 = 1.80；492名女孩和475名男孩）中，还考察了这些关系在这些背景下的跨领域普遍性。根据美国此前的研究（杜达和尼科尔斯，1992年），本研究结果表明，在青少年如何倾向于定义成功以及他们对体育和课堂上成就活动运作方式的看法方面存在跨领域一致性。然而，在能力感知和报告的满意度方面，几乎没有发现跨领域普遍性。在体育和课堂领域，任务理论与更高的满意度相关，而自我理论与更高的无聊感报告以及对活动的低兴趣相关。
